London displays highly-developed academic fluency skills. Although highly-developed, there are significant discrepancies in her fluency abilities of achievement. She can adequately solve simple mathematical problems involving addition, subtraction, and multiplication while under time constraints. She demonstrates strengths in her ability to read and comprehend sentences rapidly. However, London’s fluency in writing is far stronger than her other skills of fluency achievement. She displays a superior ability to create simple sentences when presented with three set of words and an image. Her keen ability to formulate sentences while under time constraints is a marked exceptional strength than all her other skills throughout the assessment.
In the Broad Reading and Basic Reading clusters, there are significant differences in her reading and comprehension skills. She is able to
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Although adequately developed, there are significant inconsistencies primarily between her math facts fluency and all others. She can adequately solve mathematical problems ranging from simple addition to complex calculus, demonstrating her ability to apply mathematical knowledge to complete mathematical computations. Notably, she was able to solve problems involving simple addition, subtraction, and multiplication. As the math problems become more difficult, she was less automatic primarily with multiplication and division problems. She is also able to analyze and solve practical math problems presented verbally, demonstrating the ability to apply quantitative reasoning and acquired mathematical knowledge. However, her ability to solve simple fundamental problems using addition, subtraction, and multiplication while under time constraints is significantly more developed. Overall, London’s mathematical fluency, problem-solving, and reasoning skills demonstrate an adequate mathematical
Van de Walle, J., , F., Karp, K. S., & Bay-Williams, J. M. (2010). Elementary and middle school mathematics, teaching developmentally. (Seventh ed.). New York, NY: Allyn & Bacon.
Moreover, the student demonstrated a high reading ability that is somewhat beyond their grade level. I have identified that he is on or above his expected reading level. He should be provided enrichment in reading. By discovering this, his teachers can plan accordingly to build on his present skills and help him develop into a well-rounded reader.
Jaeda’s teacher can use many different models of curriculum differentiation to produce flexible programs that cater for a range of individual differences in the classroom. Being a gifted learner, Jaeda is able to grasp lower level knowledge and skills quickly, and move to skills requiring higher levels of thinking. In general, her teachers needs to design the curriculum for her in such a way that it incorporates acceleration, extension of key concepts, an advanced reading level and the use of higher-order thinking skills (analysis, synthesis, evaluation). She needs a program that will provide her with opportunities to explore and satisfy her curiosities. She is an advanced reader which means she can engage in independent learning through reading.
...two and three in one particular school struggle to read individual words, but can neatly copy entire paragraphs from their textbooks into their notebooks.
Mathematics has become a very large part of society today. From the moment children learn the basic principles of math to the day those children become working members of society, everyone has used mathematics at one point in their life. The crucial time for learning mathematics is during the childhood years when the concepts and principles of mathematics can be processed more easily. However, this time in life is also when the point in a person’s life where information has to be broken down to the very basics, as children don’t have an advanced capacity to understand as adults do. Mathematics, an essential subject, must be taught in such a way that children can understand and remember.
As noted earlier, students identified with E/BD typically show significant deficits in the area of reading. This is particularly true for secondary-age students with this condition. In a...
Children can enhance their understanding of difficult addition and subtraction problems, when they learn to recognize how the combination of two or more numbers demonstrate a total (Fuson, Clements, & Beckmann, 2011). As students advance from Kindergarten through second grade they learn various strategies to solve addition and subtraction problems. The methods can be summarize into three distinctive categories called count all, count on, and recompose (Fuson, Clements, & Beckmann, 2011). The strategies vary faintly in simplicity and application. I will demonstrate how students can apply the count all, count on, and recompose strategies to solve addition and subtraction problems involving many levels of difficulty.
Using literacy strategies in the mathematics classroom leads to successful students. “The National Council of Teachers of Mathematics (NCTM, 1989) define mathematical literacy as an “individual's ability to explore, to conjecture, and to reason logically, as well as to use a variety of mathematical methods effectively to solve problems." Exploring, making conjectures, and being able to reason logically, all stem from the early roots of literacy. Authors Matthews and Rainer (2001) discusses how teachers have questioned the system of incorporating literacy with mathematics in the last couple of years. It started from the need to develop a specific framework, which combines both literacy and mathematics together. Research was conducted through
The ability to test a student’s language skills is essential to have as a teacher. Over the years, classrooms have become much more diverse with a wide variety of impairments being presented on a daily basis. Often, these disabilities contain a language impairment that appears as a side effect of the main disability. Unfortunately, assessing language is not as easy as one may think because it is not clearly defined and understood. Kuder (2008) writes that “…language is not a unitary phenomenon- it is ‘multidimensional, complex, and dynamic; it involves many interrelated processes and abilities; and it changes from situation to situation” (pg. 274). Language also develops at different times for different individuals, thus making language assessment an even harder task for test administrators to grade and evaluate. In order to further understand the language impairment that students present, teachers need to be aware of appropriate language tests that could be administered. In order to assure that the best language test is being issued to a student, several various tests exist to choose from. To test a student’s overall language capability, a comprehensive language test, such as the Comprehensive Assessment of Spoken Language (CASL) or the Oral and Written Language Scales (OWLS), could be administered. If a teacher wanted to test a specific language skill such as pragmatics, phonology, syntax, or semantics, the teacher would need to find the best test for the student’s unique situation.
...ett, S. (2008) . Young children’s access to powerful mathematical ideas, in English, Lyn D (ed), Handbook of international research in mathematics education, 2nd edn, New York, NY: Routledge, pp. 75-108.
In contrast, students with dyscalculia often use a count all method when working with math problems. As stated in Socioeconomic Variation, Number Competence, and Mathematics Learning Difficulties in Young Children “Young children who develop mathematical learning difficulties rely on the more basic “count all” finger strategies for extended periods…thus make frequent counting errors while adding and subtracting” (Jordan & Levine 2009, pp.63). Students with dyscalculia approach problems in a similar fashion and do not use effective strategies when working with numbers. As a result, they tend to take long periods of time to figure a problem and make mistakes when counting. On the other hand, students who use effective strategies, such as grouping when doing addition or subtraction are more likely to arrive at the correct
The early acquisition of mathematical concepts in children is essential for their overall cognitive development. It is imperative that educators focus on theoretical views to guide and plan the development of mathematical concepts in the early years. Early math concepts involve learning skills such as matching, ordering, sorting, classifying, sequencing and patterning. The early environment offers the foundation for children to develop an interest in numbers and their concepts. Children develop and construct their own meaning of numbers through active learning rather than teacher directed instruction.
The prominence of numeracy is extremely evident in daily life and as teachers it is important to provide quality assistance to students with regards to the development of a child's numeracy skills. High-level numeracy ability does not exclusively signify an extensive view of complex mathematics, its meaning refers to using constructive mathematical ideas to “...make sense of the world.” (NSW Government, 2011). A high-level of numeracy is evident in our abilities to effectively draw upon mathematical ideas and critically evaluate it's use in real-life situations, such as finances, time management, building construction and food preparation, just to name a few (NSW Government, 2011). Effective teachings of numeracy in the 21st century has become a major topic of debate in recent years. The debate usually streams from parents desires for their child to succeed in school and not fall behind. Regardless of socio-economic background, parents want success for their children to prepare them for life in society and work (Groundwater-Smith, 2009). A student who only presents an extremely basic understanding of numeracy, such as small number counting and limited spatial and time awareness, is at risk of falling behind in the increasingly competitive and technologically focused job market of the 21st Century (Huetinck & Munshin, 2008). In the last decade, the Australian curriculum has witness an influx of new digital tools to assist mathematical teaching and learning. The common calculator, which is becoming increasing cheap and readily available, and its usage within the primary school curriculum is often put at the forefront of this debate (Groves, 1994). The argument against the usage of the calculator suggests that it makes students lazy ...
How can what we know about the development of readers inform reading comprehension instruction? Reading instruction typically starts in kindergarten with the alphabetic principle, simple word blending, and sight word recognition. Texts read by early readers usually include very little to comprehend. As children develop reading ability, they are able read more complex texts requiring greater comprehension skills. Separate and explicit instruction in reading comprehension is crucial because the ability to comprehend develops in its own right, independent of word recognition. The ability to read words and sentences is clearly important, but as readers develop, these skills are less and less closely correlated with comprehension abilities. (Aarnoutse & van Leeuwe, 2000) While no one would argue that word blending and sight word reading skills be omitted from early reading instruction, vocabulary and listening comprehension may be at least as important in achieving the even...
Allowing children to learn mathematics through all facets of development – physical, intellectual, emotional and social - will maximize their exposure to mathematical concepts and problem solving. Additionally, mathematics needs to be integrated into the entire curriculum in a coherent manner that takes into account the relationships and sequences of major mathematical ideas. The curriculum should be developmentally appropriate to the